Compose and write down phrases with the words yearning, melancholy, love, love as the main ones. Make sentences with these phrases. Sentence as a unit of syntax Checking homework

here is a yard. (3) It’s big, green, there’s room to play ball and hide and seek,
and various other games. (4) The guys played almost every day, especially
in summer. (5) And I gradually became acquainted with them, and we all treated each other
good friend.
(6) Then they began to appoint me as a referee in volleyball matches.
(7) No one liked to judge, everyone wanted to play, but I was always welcome: how not to
help friends?.. (8)Has it ever happened that on the wide porch of the neighboring
wooden house we played chess and lotto.
(9) Occasionally the guys came to my house. (10) We listened to records,
They played with my railroad, chatted about this and that, but nothing serious.
(11) And the guys also loved it when I released paper pigeons from the balcony.
(12) More precisely, these were not exactly pigeons. (13) I learned how to make
paper birds that look like flying saucers.
(14) Completely round, only with a fold in the middle and triangular
beak. (15) They flew great, in smooth, wide circles.
(16) Sometimes the wind lifted them to a decent height and carried them away from the yard.
(17) The guys were chasing every dove in a crowd - who would grab it first!
(18) To avoid confusion, it was decided to say in advance what kind of dove I am
to whom I am sending.
(19) The fact is that I painted each dove with felt-tip pens.
(20) On one he drew all sorts of patterns, on the other - boats in the sea, on
the third - fairy-tale cities, the fourth - flowers and butterflies. (21) And all sorts of
space pictures. (22) And a lot more - it turned out beautifully and
Interesting.
(23) The guys, of course, liked it, but I was still among them
strangers (24) And I suddenly didn’t want to let the doves out from the balcony.
(25) I did the last one and - I don’t know why - I painted the evening
the sky, the orange sun on the horizon and the road along which two people are walking side by side

boys.
(26) Although no, I knew why I drew this. (27) I wanted it to
a friend appeared. (28) Not random, not for an hour when he runs in to play
chess or listen to Paul McCartney, but the real...
(29) I released the dove from the balcony, and the wind grabbed it and carried it away behind the poplar trees.
(30) And I thought: someone will find it, guess it, come to me...
(According to V. Krapivin)*

In which word the spelling of the suffix is determined by the rule: “In short
Passive past participles are written N"?
1) interesting
2) random
3) decided
4) iron

Replace the colloquial word “chatted” in sentence 10 stylistically
neutral synonym. Write this synonym.
Answer

Replace the phrase “paper pigeons” (sentence 11),
built on the basis of agreement, a synonymous phrase with
communication management. Write the resulting phrase.

Write down the grammatical basis of sentence 1.
Answer: ___________________________.

Among sentences 9–13, find a sentence with a separate
agreed upon definition. Write the number of this offer.
Answer: ___________________________.

all commas. Write down the numbers indicating commas in the introductory word.
The thing is (1) that I painted each dove with felt-tip pens. On
on one he drew all sorts of patterns, (2) on the other - boats in the sea, (3) on
the third - fairy-tale cities, (4) the fourth - flowers and butterflies. And all sorts of
space pictures. And a lot more - it turned out beautifully and
Interesting.
The guys (5) of course, (6) liked it, (7) but I was still among them
strangers

Indicate the number of grammatical stems in sentence 27. Answer
write it down in numbers.
Answer: ___________________________.

The sentences below from the text read are numbered
all commas. Write down the number indicating the comma between the parts
complex sentences connected by a coordinating connection.
It’s big, (1) green, (2) there’s room to play ball, (3) and hide and seek, (4) and
various other games. The guys played almost every day, (5) especially
in summer. And I gradually became acquainted with them, (6) and we all treated
to each other in a good way.
Answer: ___________________________.

Among sentences 28–30, find a complex sentence with a non-union
connection between parts. Write the number of this offer.
Answer: ___________________________.

Meaning, correlation with fragments of surrounding reality is a special property of a sentence.

How do words and phrases differ from highlighted sentences?

49. What context precedes the following sentences?

50. Read. In which case can we say that we have before us a set of individual sentences, and in which case we have a text? Copy the text by highlighting paragraphs, marking sentence boundaries with completion marks, and placing punctuation marks within sentences. What was your guideline when highlighting individual proposals?

He stayed at home Katya likes to dress up, come in if you have free time with me, tell him at least one word, we helped feed a suckling foal, mountains were visible in the distance in the fog, good luck, I lost the book and I really regret it, don’t tease the dog.
Over the course of three years, Mishka the elk calf turned into a large, strong moose; he was completely tame and walked around the forest without a leash. One day a funny and instructive story happened to him. One day, Dasha let the calf walk in the clearing and she sat down under a tree to read a book. Suddenly a wolf ran out of the bushes and straight to the calf there is trouble, what to do out of nowhere. Bear rushed at the wolf and kicked him with all his might, the wolf rolled on the grass. Bear followed him, pounced on the wolf and kicked him again, and out of nowhere.
(V. Zvegintsev)

51. Compose and write down phrases with the words yearning, melancholy, love, love as the main ones. Make sentences with these phrases.

Does the person who said: “My homeland makes me homesick” love his homeland? Evaluate the phrase misses me from the point of view of correctness/incorrectness. Does this person speak the norms of the Russian literary language?

52. Concise presentation. Read an excerpt from K. Paustovsky’s essay “The Country Beyond Onega.” What is the meaning of the sentence “The Motherland in me will yearn” in this text? Write a statement in the 3rd person, cutting the text in half. What details of the description can be excluded? What can be said more briefly (succinctly)?

One early summer I came to one of the Transonezh villages to visit the storyteller Zakharova. The bird cherry tree was blooming and it was cold. Summer cold in the north always coincides with this flowering.

In the village they showed me Zakharova’s tall hut, built from thick pine, with carvings on the window frames. In the courtyard, a rosy-cheeked old woman was rolling laundry. This was Zakharova. She saw me, put the roller aside and wiped her sweaty face. Flowers, herbs, ears of corn, and some birds were carved on the windrow.

Zakharova did not immediately agree to sing. “I sing,” she said, “when my homeland yearns for me.” I didn't understand. “Well, how can I explain this to you, dear one,” Zakharova was upset. - Sometimes in the evening you will go out to the lake. It lies before your eyes like a silver board. A leaf on an aspen tree - and it trembles. And so my heart will become sweet, my homeland will yearn for me, and I will start singing.”

I guessed. The storyteller called homesickness the feeling that we city dwellers call love. Obviously, this means that the feeling of one’s native country reaches such an intensity that it requires immediate expression.

53. For every native speaker of the Russian language, the sentence He swam 100 meters freestyle in 45 seconds means “Swimming freestyle style, he covered a distance of 100 meters and spent 45 seconds on it.” What meaning and content will this sentence acquire for a swimmer if it is used in a situation of discussing applicants for inclusion in the national team, and his (the swimmer’s) results are worse than the norm?

The twenty-seventh of September. Classwork.

Checking homework.

Let's formulate the topic of the lesson:

1) You can live to serve your Motherland and die with your bones, just to save the Motherland, they fight not with numbers, but with skill, and Vaska listens and eats.
Read the words written on the slide. Analyze the meaning of the statements. Divide the entry into sentences, putting the necessary punctuation marks, reflecting the intonation completeness and semantic integrity of each sentence.

Check yourself?
1) To live - to serve the Motherland.
2) You can even lie down with your bones, just to save your Motherland.
3) They fight not with numbers, but with skill.
4) And Vaska listens and eats.

What will we talk about in class today? What goal will we set for ourselves?

The sentence as a unit of syntax.

Lesson objectives:

Updating knowledge

What does syntax study?
What is an offer?
What are the suggestions for the purpose of the statement?
What are some suggestions for emotional coloring?
What are some suggestions for having grammatical basics?
What are the proposals for the presence of the main members of a sentence?
What suggestions are there for having minor members?
How can the proposal be complicated?

By exchanging information, people create texts. The text consists of sentences. When expressing their thoughts, people speak in sentences.
Today we will talk about the properties of a sentence, its content, meaning and functions. The sentence carries a semantic load; This is a message of certain information about the reality around us, a question or a call to action.
Meaning, correlation with fragments of surrounding reality is a special property of a sentence.
How do words and phrases differ from highlighted sentences?

Winter

Winter!.. The peasant, triumphant,

On the firewood he renews the path;

His horse, sensing the snow, trudges along somehow...

(A. Pushkin)

Word winter performs a nominative function - names an object, an inanimate noun, masculine singular.
Offer Winter!.. performs a communicative function, reflects a fragment of the surrounding reality, confirms the information that the cold season of winter has arrived. The sentence conveys exclamatory joyful information.
This sentence is included in the context of a quatrain reflecting further information on the same topic (about winter). It preliminarily puts the reader in the mood for a message about winter nature... etc.
Explanatory dictionary of the Russian language Ozhegova S.I.
Context, -a, masculine(book). A relatively complete semantically complete part of a text or statement. The meaning of a word is learned in context. adjective contextual, -aya, -oe and contextual, -aya, -oe.
For example: bow, braid.

Let us similarly analyze the phrase blurry path and offer Blurred path .

Blurred path.

Poplar curves.

Collocation blurry path nominatively, path- the main word. Path(Which?) blurred. We see two words, but we do not know where this path is, who sees it and under what conditions. Each reader’s imagination completes and supplements the information about this path. Each reader presents his own.
In the context of the quatrain, we perceive this as a fragment of the surrounding reality. Further information is then provided: what happened in the place where the washed out path (and the curves of the poplar) were.
The sentence is narrative. It sets the reader up with a picture of a blurred path.

Blurred path. Poplar curves.

I listened to the noise - it was time to take off.

And so I got up and walked out the gate,

Where the yellow fields stretched.

(N. Rubtsov)

What context do you think precedes the following sentences?

Cheers!
What can you do!
Please close the door!

The sentence performs a communicative function.
Compare, for example, the sentences Evening came. - It was evening. - Evening. - It's getting dark.
In coherent speech, sentences enter into semantic relationships with each other. Included in a broader context, they reflect a wider fragment of reality.

A sentence is one of the units of language that has a number of characteristics:

has a certain structure;

differs in semantic and intonation completeness;

performs a communication task.

Offer is being built according to certain models, which in each specific case is filled with new content.

Learning is light.

Astrakhan is the center of the fishing industry.

noun – noun

The sentence expresses a complete thought.

clear sky - a phrase, since it only names the object in detail.

The sky is cloudless - this is a proposal. It expresses a complete thought.

Are three light green cheerfulness blindly coloring the dance?

- A group of words only looks like a sentence, but has no meaning, so it is not considered a sentence.

contains information: In the morning there was a light mushroom rain.
contains the question: When does the train leave?
contains a call to action: Write down the proposal. Underline the main parts of the sentence.

The structure of the sentence, its semantic content and communicative task predetermine intonation offers.

Intonation means are:

pause;
logical stress;
melody (raising or lowering the voice)

Let's go home . – if you want to inform

about the action taken.

Let's go home? – if a question is asked.

Let's go home! – if you express a request, wish, order.

Let's complete the tasks:

Compose and write down word combinations yearn, melancholy, love, love as the main ones. Make up sentences with these phrases and parse them.

Does the person who said: “My homeland makes me homesick” love his homeland? Rate the phrase will miss me in terms of right/wrong. Does this person speak the norms of the Russian literary language?
My homeland will miss me? can be fulfilled in this sense: the person who said so loves his homeland, he feels it inside himself, the embodiment of his inner convictions, his character, his I .
Will miss me- this is the author’s version of the text, the author’s vision of this topic.

The meaning, the content of a sentence is not only the information that is extracted from a sentence by any native speaker thanks to knowledge of words, patterns of syntactic structures and intonation, but also all the information that can be extracted from it thanks to the common knowledge of participants in speech communication about the world around them. reality, about each other, communication situations.

For every native Russian speaker a proposal He swam 1 00 meters freestyle in 45 seconds means: “Swimming crawl style, he covered a distance of 100 meters and spent 45 seconds on it.”

What meaning and content will this sentence acquire for a swimmer if it is used in a situation of discussing applicants for inclusion in the national team, and his (the swimmer’s) results are worse than the norm?

Summing up the lesson:

Let's return to the purpose of the lesson: Lesson objectives:
1. Get acquainted with the concept of “sentence” as a unit of syntax, with its communicative function, features and role in the text.
2. Repeat the grammatical characteristics of the sentence.
A sentence is one of the basic units of syntax.
The content, the meaning of a sentence, even if it consists of one word, reflects a fragment of the surrounding reality.
Each of them relates in its own way to the surrounding world and has a grammatical basis.
The sentence is characterized by semantic and intonation completeness. The members of a sentence are interconnected not only in meaning, but also grammatically.
In coherent speech, sentences enter into semantic relationships with each other. Included in a broader context, they reflect a wider fragment of reality
A sentence is part of the text and serves for communication (communication) between the speaker and the listener, the reader and the writer.

Meaning, correlation with fragments of surrounding reality is a special property of a sentence.

How do words and phrases differ from highlighted sentences?

49. What context precedes the following sentences?

He stayed at home Katya likes to dress up, come in if you have free time with me, tell him at least one word, we helped feed a suckling foal, mountains were visible in the distance in the fog, good luck, I lost the book and I really regret it, don’t tease the dog.
Over the course of three years, Mishka the elk calf turned into a large, strong moose; he was completely tame and walked around the forest without a leash. One day a funny and instructive story happened to him. One day, Dasha let the calf walk in the clearing and she sat down under a tree to read a book. Suddenly a wolf ran out of the bushes and straight to the calf there is trouble, what to do out of nowhere. Bear rushed at the wolf and kicked him with all his might, the wolf rolled on the grass. Bear followed him, pounced on the wolf and kicked him again, and out of nowhere.
(V. Zvegintsev)

51. Compose and write down phrases with the words yearning, melancholy, love, love as the main ones. Make sentences with these phrases.

“Russian language lesson summary “Educational condensed presentation””

Educational concise presentation (excerpt from the essay by K. G. Paustovsky “The Country Beyond Onega”, exercise No. 52).

Educational purpose: Prepare students to write a concise summary.

Tasks: 1) prepare students to comprehend the content of the source text and understand the main idea; teach to see the structure of the text.

2) teach schoolchildren to write a concise summary using basic text compression techniques.

Educational purpose: nurturing a sense of patriotism, love for “one’s own, small” Motherland.

During the classes.

1. Introductory speech by the teacher. Communicate the purpose of the lesson.

T: Today in class we will prepare to write a concise summary based on an excerpt from K. G. Paustovsky’s essay “The Country Beyond Onega.” Before turning to the text, let's remember what kind of presentation is called compressed?

(A condensed presentation is a reproduction of a text in which minor details are excluded, but the main idea and main content of the text are preserved.)

W: That’s right, when writing a concise presentation, the secondary information is indeed removed, and only the main one remains. This means that when analyzing the text, we need to highlight the main information and secondary details that we can reduce. It must be remembered that when writing a narrative, it is possible to replace the person from whom the narrative is being told.

2. Preparatory work for the perception of the text.

U: Here is an excerpt from K. G. Paustovsky’s essay “The Country Beyond Onega.” Let's remember what an essay is?

(An essay is a literary work that describes some life events.)

U: Indeed, K.G. Paustovsky talks about his travels to northern places, about meetings with different people.

3. Expressive reading of the text by the teacher (exercise No. 52).

U: Now I will read the text to you, and you try to determine the main idea and semantic parts in the text.

Reading text.

One early summer I came to one of the Transonezh villages to visit the storyteller Zakharova. The bird cherry blossomed and it was cold. Summer cold in the north always coincides with this flowering.

In the village they showed me Zakharova’s tall hut, built from thick pine, with carvings on the window frames. In the courtyard, a rosy-cheeked old woman was rolling out linen. This was Zakharova. She saw me, put the roller aside and wiped her sweaty face. Flowers, herbs, ears of corn, and some birds were carved on the windrow.

Zakharova did not immediately agree to sing. “I sing,” she said, “when my Motherland yearns for me.” I didn't understand. “Well, how can I explain this to you, dear one,” Zakharova was upset. “Sometimes you’ll go out to the lake in the evening.” It lies before your eyes like a silver board. A leaf on an aspen tree - and it trembles. And so my heart will become sweet, my Motherland will yearn for me, and I will start singing.”

I guessed. The storyteller called longing for the Motherland that feeling that we, city dwellers, call love. Obviously, this means that the feeling of one’s native country reaches such an intensity that it requires immediate expression.

4. Conversation on the content of the text.

T: Tell me, please, what is the main idea of the text?

W: That's right. Write down the main idea in your notebook.

U: Tell me, who is this text intended for?

(To us, the readers.)

(To help readers remember their homeland and think about the need to love the place where you were born.)

U: What type of text (speech) do you think the author chooses?

(Narration and description.)

U: Are all the words in the text familiar to you? Who is the storyteller?

(Teller of folk tales, performer of epics.)

T: What is a window casing?

(The casing is an overhead strip on the window opening,)

U: What is a roller (rolled underwear)?

(A roller is a long, flat, slightly curved block with a handle for rolling linen on a rolling pin, for knocking out linen during washing.)

U: What does the word plat mean?

(Plat is a scarf.)

U: Tell me, how do you understand the expression: “My homeland will yearn for me”?

(This is when a person remembers his homeland, thinks about something good and wants to express his feelings somehow.)

U: Is the phrase constructed correctly from the point of view of the Russian language?

(No.)

U: What would be the correct way?

(I miss my homeland.)

(Because in the writer’s phrase the Motherland is something inside a person, but in the first phrase the Motherland exists separately.)

U: And in what meaning are the words used: melancholy, zatosku in this text?

(Love, love.)

W: How would you title this text?

(Love for the Motherland, longing for the Motherland.)

5. Text compression work.

U: How many microthemes are there in this text?

(Four.)

T: Give each micro-topic a title. (The plan is on the board and in the children’s notebooks.)

U: Please see if our plan reflects the main idea of the text?

(Yes, it does.)

First micro-theme.

T: Read this fragment of text expressively again, try to note the main thing in this micro-topic.

(In early summer I came to one of the Transonezh villages to visit the storyteller Zakharova.)

Write it down in a notebook (plan).

U: What details in this part are not important for revealing the main idea?

(It was cold, the bird cherry tree was blooming.)

U: Okay, what method of shortening the text did we use?

(Exception.)

U: That’s right, we removed (excluded) secondary information, leaving only the main one.

Second microtheme.

T: Read the second passage in the text. Please highlight the main thing in this micro-topic, excluding minor details.

U: But the method of elimination can be used in another way. To compress the text, you can exclude secondary members of the sentence (circumstances, definitions). In what sentences can we do this?

(In almost every sentence.)

W: What did you do?

(I was shown Zakharova’s tall hut with carvings on the window frames. The old woman was rolling linen. She saw me and put aside the roller on which patterns were carved.)

Write it down in the table.

Third microtheme.

T: Read this passage again expressively.

U: There are a lot of sentences with direct speech in this part. To condense such a passage, a generalization technique is usually used. Try to convey the essence of the third part without using direct speech sentences. Describe what happens in this part in your own words.

(Zakharova did not immediately agree to sing. She said that she sings only when her homeland misses her. I didn’t understand. She was upset and explained to me that the song needed a special mood.)

Write it down in your notebook.

Fourth microtheme.

U: Read the last micro-topic expressively. Please find the key words to understand the content of this part and write them down.

(Longing for the Motherland, we city dwellers, love, feeling of one’s native country, poignancy, immediate expression.)

U: Okay, now re-read the fragment again and, using keywords, verbally retell this micro-topic.

Retelling, 2-3 people.

T: What sentences can we simplify? How to replace a sentence with an application?

(Leave only townspeople.)

T: How can you change the structure of the last sentence?

(Exclude the introductory word, replace the complex sentence with a simple one.)

W: What did we do?

(The storyteller called longing for the Motherland that feeling that the townspeople call love. This acute feeling requires immediate expression.)

6. Working with language means of communication.

T: Please read the phrases in the second column of our table. Can this be called text?

(No, since there are no connections between parts of the text.)

U: That’s right, in order to create a text, you must select means of communication between parts of the text. These can be synonyms, pronouns, conjunctions. Let's write them down in our table.

7. Repeated reading by the teacher of the text.

8. Writing a concise summary.

T: Before you start working, do not forget that the main idea when writing a concise summary must be preserved. Please note that we are writing in the 3rd person. Good luck to you!

Plan.

On the board and in notebooks.

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